So passionate is Aaron Robertson about education that the issue warrants its own page on this site, separate from all
the other issues. It is, perhaps, the hallmark of his campaign.
Following is a collection of statements, reflections, and ideas that shore up candidate Robertson's philosophy regarding
education, in no particular order.
Education: The great equalizer
It's said that death is the great equalizer in that it eventually claims everyone: rich, poor, male, female, all races
and ethnicities ... you get the picture.
But there's another great equalizer while we're living: education.
For those not born into wealth and opportunity, a strong education will put them on par with those who
were.
Education, in all of its forms -- K-12, the technical college system, universities, libraries, learning centers, the
Internet, park and recreation programs, mentoring relationships, etc. -- has the ability to liberate all
people from the shackles of poverty; of ignorance; of a lack of self-confidence. It replaces those shackles with hope,
self-esteem, dignity, and open doors. And when open doors appear to be in short supply, education will help create
doors out of thin air.
Robertson was truly blessed to receive a great education, both through its formal and many informal avenues.
And he did in fact pull open doors out of thin air. He wants to ensure that all Wisconsinites receive that same
wonderful blessing.
In order to make this possible, however, educators and their respective institutions need to have adequate funding, support
staff, and modern equipment and facilities. Robertson is committed to making sure this is the case, without necessarily calling
for tax increases.
The hallmark of the hallmark
Robertson firmly believes that subjects such as financial literacy, goal planning,
leadership, entrepreneurship, networking, current trends in business
and technology, and personal development need to be built into the mandatory curriculum for all
high school students of each school district. Likewise, he would like to see these topics built into the general core curriculum
required for all college and university students to graduate, regardless of major/area of concentration.
Robertson is convinced that all students need to study these topics because they spur individual creativity, collaboration,
and greatly boost self-confidence, not to mention helping them take better note of the virtually endless opportunities
and possibilities around them.
During the latter years of his time as a student at
Cardinal Stritch University, Robertson immersed himself in these subjects as much as he could outside of the classroom, so much so that it took a noticeable
toll on his Grade Point Average. But he decided it was worth the risk.
The result? He published a book near the end of his college days highlighting his findings and advice to fellow students
and within half a year of graduating (May 2007) was a journalist and entrepreneur. Just over a year after graduating, Robertson
found himself as a candidate for a seat in the Wisconsin State Assembly.
At this time, Robertson is uncertain if such a bold, new, 21st-century move like this would require additional funding,
because it is likely that such subjects can be built into existing courses and collaboration with the private sector accomplished.
Wisconsin Covenant
Robertson fully supports the
Wisconsin Covenant, introduced in January 2006 by Governor Jim Doyle.
Teaching labor history and gun safety in public high schools
In his 2008 campaign, Robertson told the Wisconsin AFL-CIO in a letter in lieu of its candidate survey that he agrees
with the organization's goal of having the state's rich labor history built into the social studies curriculum.
He also agreed with the National Rifle Association (NRA) in its recent candidate survey on the organization's goal
of establishing an elective course on gun safety.
Disdain for the No Child Left Behind Act (NCLB) and standardized testing in general
"I'm against the Act because, though there is certainly value in testing, testing is certainly not
the only way to assess a child's intelligence and progress, and that is exactly what the Act makes testing out to be. I would
even go so far as to argue that testing is not even the most effective way to assess a child's intelligence and progress.
All throughout my schooling, college included, I was an average test taker. There were tests that I performed exceptionally
well on, and admittedly, there were quite a few that I did ridiculously poor on. For the most part, though, I was simply an
average test taker.
I did poorly on the ACT and average on the SAT.
Now look at me. I'm an author, journalist,
business owner, and candidate for public office, among other accomplishments, all at the age of 27. I believe I did well for
myself despite my testing record, and I'll venture to bet that an overwhelming majority of students just like me are going
to do great in life as well."
On school choice, home schooling, and virtual schools
"We live in a free-market society. As such, choices should be available, including in the realm of education. Healthy
competition in education, as in any other field/industry, will ensure that innovation and progress are always occurring. At
the same time, however, we mustn’t abandon by any means our public schools, as the overwhelming majority of students
throughout our state and country receive their educations through them."
On TABOR
"I oppose the Taxpayer Bill of Rights, known as TABOR, because, even though I am concerned about taxes just as much as
the next person, I also understand that things come up once in a while--projects that need to be finished or undertaken, crises
of different sorts throughout the state that need to be addressed. Therefore, the state needs the option of having that crucial flexibility
at its disposal when it comes to taxation, which TABOR greatly hampers. In addition, TABOR hurts basic public services,
such as education."
On sex education in public high schools
Robertson believes firmly in a comprehensive, unbiased, sex education taught in public high schools. He's a realist who
understands that the behavior of others cannot always be regulated and that sex is just one of those facts of life that cannot
be simply swept under the rug as if it's non-existent. He also understands that leaving this topic solely to the discretion
of parents is dangerous, as many parents try to avoid at all costs "the talk" with their children out of discomfort.
Give students the facts and resources they need in order to make healthier, wiser decisions.
In the end, this is an excellent pro-life policy. It will lower the rate of unwanted pregnancies, which in turn translates
into fewer abortions. Additionally, it will alleviate other social ills that are tied to teen sex, such as the spreading
of STDs, and, in the case of teen parents often times, poverty.
